A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching

Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four component...
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Autor*in:	Cariveau, Tom [verfasserIn] La Cruz Montilla, Astrid [verfasserIn] Ball, Sydney [verfasserIn] Gonzalez, Elizabeth [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	Behavioral skills training Equivalence-based instruction Discrete trial teaching Stimulus equivalence

Übergeordnetes Werk:	Enthalten in: Journal of behavioral education - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991, 29(2019), 4 vom: 19. Sept., Seite 787-805
Übergeordnetes Werk:	volume:29 ; year:2019 ; number:4 ; day:19 ; month:09 ; pages:787-805

Links:	Volltext

DOI / URN:	10.1007/s10864-019-09348-3

Katalog-ID:	SPR04191659X

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520			\|a Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching.
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650		4	\|a Equivalence-based instruction \|7 (dpeaa)DE-He213
650		4	\|a Discrete trial teaching \|7 (dpeaa)DE-He213
650		4	\|a Stimulus equivalence \|7 (dpeaa)DE-He213
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700	1		\|a Gonzalez, Elizabeth \|e verfasserin \|4 aut
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912			\|a GBV_ILN_2007
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matchkey_str	article:15733513:2019----::peiiaynlssfqiaecbsdntutottanntutrtip
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allfields	10.1007/s10864-019-09348-3 doi (DE-627)SPR04191659X (SPR)s10864-019-09348-3-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Cariveau, Tom verfasserin aut A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching. Behavioral skills training (dpeaa)DE-He213 Equivalence-based instruction (dpeaa)DE-He213 Discrete trial teaching (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 La Cruz Montilla, Astrid verfasserin aut Ball, Sydney verfasserin aut Gonzalez, Elizabeth verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 29(2019), 4 vom: 19. Sept., Seite 787-805 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:29 year:2019 number:4 day:19 month:09 pages:787-805 https://dx.doi.org/10.1007/s10864-019-09348-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 29 2019 4 19 09 787-805
spelling	10.1007/s10864-019-09348-3 doi (DE-627)SPR04191659X (SPR)s10864-019-09348-3-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Cariveau, Tom verfasserin aut A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching. Behavioral skills training (dpeaa)DE-He213 Equivalence-based instruction (dpeaa)DE-He213 Discrete trial teaching (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 La Cruz Montilla, Astrid verfasserin aut Ball, Sydney verfasserin aut Gonzalez, Elizabeth verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 29(2019), 4 vom: 19. Sept., Seite 787-805 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:29 year:2019 number:4 day:19 month:09 pages:787-805 https://dx.doi.org/10.1007/s10864-019-09348-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 29 2019 4 19 09 787-805
allfields_unstemmed	10.1007/s10864-019-09348-3 doi (DE-627)SPR04191659X (SPR)s10864-019-09348-3-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Cariveau, Tom verfasserin aut A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching. Behavioral skills training (dpeaa)DE-He213 Equivalence-based instruction (dpeaa)DE-He213 Discrete trial teaching (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 La Cruz Montilla, Astrid verfasserin aut Ball, Sydney verfasserin aut Gonzalez, Elizabeth verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 29(2019), 4 vom: 19. Sept., Seite 787-805 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:29 year:2019 number:4 day:19 month:09 pages:787-805 https://dx.doi.org/10.1007/s10864-019-09348-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 29 2019 4 19 09 787-805
allfieldsGer	10.1007/s10864-019-09348-3 doi (DE-627)SPR04191659X (SPR)s10864-019-09348-3-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Cariveau, Tom verfasserin aut A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching. Behavioral skills training (dpeaa)DE-He213 Equivalence-based instruction (dpeaa)DE-He213 Discrete trial teaching (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 La Cruz Montilla, Astrid verfasserin aut Ball, Sydney verfasserin aut Gonzalez, Elizabeth verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 29(2019), 4 vom: 19. Sept., Seite 787-805 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:29 year:2019 number:4 day:19 month:09 pages:787-805 https://dx.doi.org/10.1007/s10864-019-09348-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 29 2019 4 19 09 787-805
allfieldsSound	10.1007/s10864-019-09348-3 doi (DE-627)SPR04191659X (SPR)s10864-019-09348-3-e DE-627 ger DE-627 rakwb eng 370 150 ASE 81.00 bkl Cariveau, Tom verfasserin aut A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching. Behavioral skills training (dpeaa)DE-He213 Equivalence-based instruction (dpeaa)DE-He213 Discrete trial teaching (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213 La Cruz Montilla, Astrid verfasserin aut Ball, Sydney verfasserin aut Gonzalez, Elizabeth verfasserin aut Enthalten in Journal of behavioral education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1991 29(2019), 4 vom: 19. Sept., Seite 787-805 (DE-627)320573117 (DE-600)2016727-1 1573-3513 nnns volume:29 year:2019 number:4 day:19 month:09 pages:787-805 https://dx.doi.org/10.1007/s10864-019-09348-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4393 GBV_ILN_4700 81.00 ASE AR 29 2019 4 19 09 787-805
language	English
source	Enthalten in Journal of behavioral education 29(2019), 4 vom: 19. Sept., Seite 787-805 volume:29 year:2019 number:4 day:19 month:09 pages:787-805
sourceStr	Enthalten in Journal of behavioral education 29(2019), 4 vom: 19. Sept., Seite 787-805 volume:29 year:2019 number:4 day:19 month:09 pages:787-805
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Behavioral skills training Equivalence-based instruction Discrete trial teaching Stimulus equivalence
dewey-raw	370
isfreeaccess_bool	false
container_title	Journal of behavioral education
authorswithroles_txt_mv	Cariveau, Tom @@aut@@ La Cruz Montilla, Astrid @@aut@@ Ball, Sydney @@aut@@ Gonzalez, Elizabeth @@aut@@
publishDateDaySort_date	2019-09-19T00:00:00Z
hierarchy_top_id	320573117
dewey-sort	3370
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language_de	englisch
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author	Cariveau, Tom
spellingShingle	Cariveau, Tom ddc 370 bkl 81.00 misc Behavioral skills training misc Equivalence-based instruction misc Discrete trial teaching misc Stimulus equivalence A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching
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topic_title	370 150 ASE 81.00 bkl A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching Behavioral skills training (dpeaa)DE-He213 Equivalence-based instruction (dpeaa)DE-He213 Discrete trial teaching (dpeaa)DE-He213 Stimulus equivalence (dpeaa)DE-He213
topic	ddc 370 bkl 81.00 misc Behavioral skills training misc Equivalence-based instruction misc Discrete trial teaching misc Stimulus equivalence
topic_unstemmed	ddc 370 bkl 81.00 misc Behavioral skills training misc Equivalence-based instruction misc Discrete trial teaching misc Stimulus equivalence
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title_sort	preliminary analysis of equivalence-based instruction to train instructors to implement discrete trial teaching
title_auth	A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching
abstract	Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching.
abstractGer	Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching.
abstract_unstemmed	Abstract Methods to efficiently train instructors to implement evidence-based procedures with children diagnosed with developmental disabilities have been a prominent interest in educational and clinical settings. Behavioral skills training (BST) is frequently recommended and includes four components beginning with instruction. In most studies, the instruction component consists of giving the trainee the protocol for the procedure later to be trained. Recently, researchers have included more robust instructional components, which have produced acquisition without requiring the additional components of BST. The current study evaluated the use of equivalence-based instruction with embedded modeling to teach four instructors to implement discrete trial teaching. All instructors emitted class-consistent responding to untrained relations following equivalence-based instruction, and two participants demonstrated high levels of fidelity on discrete trial teaching probes. The remaining participants required a brief, three-trial model of DTT before mastery was observed on these probes. Our findings suggest that including a more robust instruction during BST may increase the efficiency of training instructors to conduct discrete trial teaching.
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title_short	A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching
url	https://dx.doi.org/10.1007/s10864-019-09348-3
remote_bool	true
author2	La Cruz Montilla, Astrid Ball, Sydney Gonzalez, Elizabeth
author2Str	La Cruz Montilla, Astrid Ball, Sydney Gonzalez, Elizabeth
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doi_str	10.1007/s10864-019-09348-3
up_date	2024-07-04T00:08:05.065Z
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A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching

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